Approche Domain-Specific Modeling pour l'opérationnalisation des scénarios pédagogiques sur les plateformes de formation à distance (Doctoral dissertation, 2013. ,
Involvement of Learners' Characteristics within the Allocation of Submissions in the context of Peer Assessment in MOOCs, International Journal of Computer Applications, issue.12, pp.7-11, 2017. ,
What makes a great mooc? An interdisciplinary analysis of student retention in online courses, Proceeding Thirty-Fourth International Conference on Information Systems, 2013. ,
Capturing and monitoring of learning process through a business process management (BPM) framework, 2010. ,
Assessment in massive open online courses, Electronic Journal of E-learning, vol.13, issue.4, pp.207-216, 2015. ,
Understanding learners' motivation and learning strategies in moocs. The International Review of Research in Open and Distributed Learning, vol.18, 2017. ,
Recommendations for the design and deployment of MOOCs: insights about the MOOC digital education of the future deployed in MiríadaX, Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, pp.403-408, 2014. ,
L'évaluation formative de l'apprentissage: revue de publications en langue française. OCDE, L'évaluation formative: pour un meilleur apprentissage dans les classes secondaires, pp.265-290, 2005. ,
Rubrics: tools for making learning goals and evaluation criteria explicit for both teachers and learners, CBE-Life Sciences Education, vol.5, issue.3, pp.197-2083, 2006. ,
Overview and evolution of the ADDIE training system, Advances in Developing Human Resources, vol.8, pp.430-441, 2006. ,
Promise and/or peril: MOOCs and open and distance education. Commonwealth of learning, 2013. ,
Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, vol.12, pp.80-97, 2011. ,
Putting connectivist principles into practice: À case study of an online tertiary course, American Journal of Distance Education, vol.28, issue.2, pp.81-91, 2014. ,
Personalization criteria for enhancing learner engagement in mooc platforms, Global Engineering Education Conference (EDUCON), 2018. ,
, IEEE, pp.1265-1272
The MOOCs: origin, characterization, principal problems and challenges in higher education, Journal of e-Learning and Knowledge Society, vol.12, issue.1, 2016. ,
La scénarisation pédagogique des moocs. Rencontres nationales sur la eformation, 2014. ,
, MOOC : Assister les enseignants dans l'intégration des ressorts de motivation dans les scénarios pédagogiques, p.7, 2015.
, Conférence sur les Environnements Informatiques pour l'Apprentissage Humain, pp.450-452
Determining what individual SUS scores mean: Adding an adjective rating scale, Journal of usability studies, issue.3, pp.114-123, 2009. ,
What's right and what's wrong about Coursera-style MOOCs?, 2012. ,
Approche granulaire des objets pédagogiques en vue de l'adaptabilité dans les EIAHs (Doctoral dissertation, Faculté des Sciences d'Agadir), 2012. ,
Assistance à la conception de cours en ligne ouverts et massifs soutenant un apprentissage personnalisé (Doctoral dissertation, Télé-université), 2017. ,
Cadre d'analyse de la personnalisation de l'apprentissage dans les cours en ligne ouverts et massifs (CLOM). Revue STICEF (Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, p.24, 2017. ,
Contribution of pedagogical agents to motivate learners in online learning environments: The case of the PAOLE agent, Proceedings of the Mediterranean Symposium on Smart City Applications, pp.344-356, 2017. ,
Towards à precise definition of the OMG/MDA framework, ASE 2001 Proceedings, pp.273-280, 2001. ,
À methodology proposal for developing adaptive cMOOC, Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality-TEEM 713, pp.553-558, 2013. ,
, Taxonomie de bloom. Taxonomie des objectifs pédagogiques : domaine cognitif. Traduction de M. Lavallée. Montréal : Education, 1969.
How much does student engagement with videos and forums in a mooc affect their achievement?, Online Learning Journal, issue.4, p.1, 2017. ,
The Emergence and Design of Massive Open Online Courses (MOOCSs), Trends and issues in instructional design and technology, vol.1, pp.1-14, 2016. ,
MOOC Instructor Motivations, Innovations, and Designs: Surveys, Interviews, and Course, Reviews Curtis J. Bonk ,
New challenges for the motivation and learning in engineering education using gamification in MOOC, International Journal of Engineering Education, vol.32, issue.1, pp.501-512, 2016. ,
A classification framework for educational modeling languages in instructional design, sixth IEEE International Conference on Advanced Learning Technologies (ICALT, pp.1216-1220, 2006. ,
Rôle de la collaboration entre enseignants pour soutenir la qualité des décisions d'évaluation aux fins de la régulation de l'enseignement et de la rétroaction (Doctoral dissertation, 2018. ,
Smart-project : Un environnement informatique en ligne à base de système multi-agents dédié à la pédagogie par projet, Journal International des Sciences de l'Information, 2009. ,
Learning outside the classroom through MOOCs, Computers in Human Behavior, vol.51, pp.604-609, 2015. ,
Instructional Design: The ADDIE approach, 2009. ,
Compendiumld-a tool for effective, efficient and creative learning design, Proceedings of the 2008 European LAMS Conference, 2008. ,
Un outil réflexif pour concevoir un scénario pédagogique intégrant les TIC, Environnements Informatiques pour l'Apprentissage Humain, pp.437-444, 2003. ,
A review of learning design: concept, specifications and tools. A report for the JISC E-learning Pedagogy Programme, 2004. ,
The art and science of classroom assessment: the missing part of pedagogy. the Missing Part of Pedagogy, ASHE-ERIC Higher Education Report, vol.27, issue.1, 1999. ,
A networked learning framework for effective MOOC design: the ECO project approach, 8th EDEN Research Workshop. Challenges for Research into Open & Distance Learning: Doing Things Better, pp.161-1712231987, 2014. ,
Massive open online courses: Legal and policy issues for research libraries, 2012. ,
Bricoles: une approche dispositive des applications web 2.0 utilisables pour enseigner. Actes de la conférence EIAH, pp.137-142, 2007. ,
URL : https://hal.archives-ouvertes.fr/hal-00161480
Assistance à la réutilisation de scénarios d'apprentissage: une approche guidée par l'évaluation du contexte d'usage à base d'indicateurs (Doctoral dissertation, 2017. ,
Vers une approche intégrée des technologies de l'information et de la communication dans les pratiques d'enseignement. Revue des sciences de l'éducation, vol.28, pp.345-365, 2002. ,
Tuteurs en ligne : quels rôles, 1999. ,
Investigating MOOCs through blog mining. The International Review of Research in Open and Distributed Learning, p.15, 2014. ,
Bpmn: An introduction to the standard, Computer Standards & Interfaces, vol.34, issue.1, pp.124-134, 2012. ,
Ingénierie et réingénierie des EIAH-L'approche REDiM (Doctoral dissertation, 2007. ,
Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, p.24, 2017. ,
Etudier les interactions dans les MOOCs, 2014. ,
Utilisations des MOOC: éléments de typologie (Doctoral dissertation, 2016. ,
Une analyse automatisée des modalités d'évaluation dans les MOOC, International Journal of E-Learning & Distance Education, issue.1, p.33, 2018. ,
Chronique des MOOC. Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, 2013. ,
URL : https://hal.archives-ouvertes.fr/hal-01670296
MOOCs: taxonomy of 8 types of MOOC, 2013. ,
Mise en place de la personnalisation dans le cadre des MOOCs, 7ème Conférence sur les Environnements Informatiques pour l'Apprentissage Humain, pp.144-155, 2015. ,
URL : https://hal.archives-ouvertes.fr/hal-01177839
MOOCs and the funnel of participation, Proceedings of the Third International Conference on Learning Analytics and Knowledge, pp.185-189, 2013. ,
À new classification schema for MOOCs. The international journal For Innovation and Quality in Learning, vol.2, pp.65-77, 2014. ,
IMS Learning design specification, 2003. ,
, Our MOOC with Moodle, 2014.
Meta information management. Formal Methods for Open Object-based Distributed Systems, pp.193-202, 1997. ,
BPMN 2.0 pour la modélisation et l'implémentation de dispositifs pédagogiques orientés processus (Master dissertation, 2014. ,
URL : https://hal.archives-ouvertes.fr/hal-01405956
, Modélisation et implémentation de dispositifs pédagogiques avec bpmn 2.0. 7ème Conférence sur les Environnements Informatiques pour l'Apprentissage Humain, pp.282-287, 2015.
Towards Adaptive Dashboards for Learning Analytic: An Approach for Conceptual Design and implementation, 9th International Conference on Computer, pp.120-131, 2017. ,
URL : https://hal.archives-ouvertes.fr/hal-01574127
Visualising learning design in LAMS: A historical view, Teaching English with Technology, vol.11, issue.1, pp.19-34, 2011. ,
Implementing learning design: The Learning Activity Management System (LAMS). proceedings of the 20th annual conference of the Australasian Society for Computers in Learning in Tertiary Education, 2003. ,
Making sense of MOOCs: Musings in a maze of myth, paradox and possibility, Journal of interactive Media in education, issue.3, p.2012, 2012. ,
A review on massive e-learning (MOOC) design, delivery and assessment. P2P, Parallel, Grid, Cloud and Internet Computing (3PGCIC), Eighth International Conference, pp.208-213, 2013. ,
, Towards Integrating Conversational Agents and Learning Analytics in MOOCs. International Conference on Emerging Internetworking, Data & Web Technologies, pp.1061-1072, 2018.
Designing integrative scripts. scripting computer-supported collaborative learning, pp.275-301, 2007. ,
URL : https://hal.archives-ouvertes.fr/hal-00190827
Flexibility in macro-scripts for computer-supported collaborative learning, Journal of computer assisted learning, vol.23, issue.1, pp.1-13, 2007. ,
URL : https://hal.archives-ouvertes.fr/hal-00190828
L'évaluation qualitative: objectiver sans compter, Bref du CEREQ, issue.286, pp.1-4, 2011. ,
Places to go: Connexions. Innovate: journal of online education, p.1, 2005. ,
Places to go: Connectivism & connective knowledge, Innovate: Journal of Online Education, vol.5, issue.1, p.6, 2008. ,
The role of the educator, 2010. ,
Connectivism and connective knowledge. Essays on meaning and learning networks, pp.493-557, 2012. ,
MOOC-la résurgence de la communauté dans l'apprentissage en ligne. Half an Hour Blog, 2013. ,
New models of open and distributed learning. Open Education: from OERs to MOOCS, pp.1-22, 2017. ,
DOI : 10.1007/978-3-662-52925-6_1
How to MOOC?-A pedagogical guideline for practitioners, Proceedings of the 10th International Scientific Conference" eLearning and Software for Education, 2014. ,
Towards Personalized Content in Massive Open Online Courses, 10th International Conference on Computer Supported Education, 2018. ,
URL : https://hal.archives-ouvertes.fr/hal-01770041
Modélisation dirigée par les intentions pour la conception, le partage et la réutilisation de scénarios pédagogiques (Doctoral dissertation, 2010. ,
Unsupervised modeling for understanding MOOC discussion forums: a learning analytics approach, Proceedings of the fifth international conference on learning analytics and knowledge, pp.146-150, 2015. ,
DOI : 10.1145/2723576.2723589
Collaborative learning using service-oriented architecture: A framework design. Knowledge-Based Systems, vol.22, pp.271-274, 2009. ,
Boosting the opportunities of open learning (MOOCs) through learning theories, GSTF Journal on Computing (JoC), vol.3, issue.3, pp.1-6, 2013. ,
Developing and educational design pattern language for MOOCs, Brazilian Symposium on Computers in Education, vol.28, issue.1, p.456, 2017. ,
DOI : 10.5753/cbie.sbie.2017.456
Developing a Strategic Approach to MOOCS, Journal of Interactive Media in Education, issue.1, p.2016, 2016. ,
DOI : 10.5334/jime.439
URL : http://jime.open.ac.uk/articles/10.5334/jime.439/galley/636/download/
Modélisation de scénarios pédagogiques collaboratifs, 2005. ,
LDL for collaborative activities. Handbook of visual languages for instructional design: Theories and practices, pp.224-251, 2008. ,
DOI : 10.4018/9781599047294.ch012
Methodological approach and technological framework to break the current limitations of MOOC model, Journal of Universal Computer Science, vol.21, issue.5, pp.712-734, 2015. ,
A Comparison of Visual Instructional Design Languages for Blended Learning, Proceedings of World Conference on Educational Multimedia Hypermedia and Telecommunications, pp.941-948, 2006. ,
Cognitive effectiveness of visual instructional design languages, Journal of Visual Languages & Computing, vol.21, issue.6, pp.359-373, 2010. ,
DOI : 10.1016/j.jvlc.2010.08.009
URL : http://epub.wu.ac.at/5647/1/b912.pdf
The value of learning analytics to networked learning on a personal learning environment, Proceedings of the first International Conference on Learning Analytics and Knowledge, pp.104-109, 2011. ,
Personnalisation des sites web: élaboration d'une méthodologie de mise en oeuvre et application au cas DGTRE. (Mémoire projet en vue de l'obtention du titre Ingénieur de gestion, 2002. ,
Modeling MOOC student behavior with two-layer hidden Markov models, Proceedings of the Fourth (2017) ACM Conference on Learning@ Scale, pp.205-208, 2017. ,
DOI : 10.1145/3051457.3053986
Le concept de iMOOC pour une ouverture maîtrisée, EIAH 2013: atelier thématique MOOC-Massive Open Online Course-État des lieux de la recherche francophone, p.10, 2013. ,
The pedagogical foundations of massive open online courses, p.18, 2013. ,
La" e-formation" entre globalisation des produits et pluralité des services, Colloque international, 2001. ,
Designing MOOCs for the support of multiple learning styles, European Conference on Technology Enhanced Learning, pp.371-382, 2013. ,
Mooc design principles: A pedagogical approach from the learner's perspective, 2013. ,
Scaffolding self-learning in MOOCs, Proceedings of the European MOOC Stakeholder Summit, pp.43-49, 2014. ,
Personnalisation des MOOC par la réutilisation de Ressources Éducatives Libres (Doctoral dissertation, 2018. ,
Are MOOCs the future of medical education?, BMJ: British Medical Journal, p.346, 2013. ,
Technology-supported management of collaborative learning processes, International Journal of Learning and Change, vol.1, issue.3, pp.285-298, 2006. ,
La scénarisation pédagogique dans tous ses débats, vol.4, pp.14-24, 2007. ,
A pattern-based design process for the creation of CSCL macro-scripts computationally represented with IMS LD (Doctoral dissertation, 2007. ,
A multicase study for the evaluation of a pattern-based visual design process for collaborative learning, Journal of Visual Languages & Computing, vol.21, issue.6, pp.313-331, 2010. ,
Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges, Educational research review, vol.12, pp.45-58, 2014. ,
Combining MOOC student patterns graphic with Stanford Analysis, 2013. ,
A machine lcarning approach to identify and track learning styles in MOOCs, Multimedia Computing and Systems (ICMCS), pp.212-216, 2016. ,
Teacher professional development in the digital age: design considerations for MOOCs for teachers, Society for Information Technology & Teacher Education International Conference, pp.2075-2081, 2016. ,
Exploring the factors affecting MOOC retention: A survey study, Computers & Education, vol.98, pp.157-168, 2016. ,
Learner motivation for MOOC registration and the role of MOOCs as a university 'taster', International Journal of Lifelong Education, vol.35, issue.1, pp.74-85, 2016. ,
Designing MOOCs. A White Paper on Instructional Design for MOOCs, pp.1-35, 2013. ,
Towards a common graphical language for learning flows: Transforming BPEL to IMS Learning Design level A representations. Advanced Learning Technologies, pp.798-800, 2007. ,
Soutenir la motivation des participants aux MOOC : quels rôles pour la ludification, la mobilité et l'aspect social?, International Journal of Technologies in Higher Education, vol.13, issue.2-3, pp.133-149, 2016. ,
Orchestrating learning activities using the CADMOS learning design tool, Research in Learning Technology, vol.21, pp.1-12, 2013. ,
DOI : 10.3402/rlt.v21i0.18051
URL : https://journal.alt.ac.uk/index.php/rlt/article/download/1293/pdf_1
Online learning: How to make a MOOC, Nature, vol.499, issue.7458, pp.369-371, 2013. ,
DOI : 10.1038/nj7458-369a
URL : http://www.nature.com/naturejobs/2013/130718/pdf/nj7458-369a.pdf
Domain-specific modeling: Enabling full code generation, vol.444, p.231, 2008. ,
DOI : 10.1109/spline.2006.1691611
, Characteristics of Massive Open Online Courses (MOOCS) : A Research Review, vol.13, pp.1-16, 2009.
Learning Analytics in Massive Open Online Courses, CoRR Journal, 2018. ,
Can learning analytics find success in didactical measurements? Results from a MOOC case study, Digital Workplace Learning, pp.211-225, 2018. ,
L'éducation réinventée, JC Lattès, 2013. ,
Massive Open Online Courses: The MOOC Revolution, 2014. ,
fit for purpose' : a cohort-centric approach to MOOC design, International Journal of Educational Technology in Higher Education, vol.11, issue.3, pp.108-121, 2014. ,
Deconstructing disengagement: analyzing learner subpopulations in massive open online courses, Proceedings of the third international conference on learning analytics and knowledge, pp.170-179, 2013. ,
Collaboration scripts-a conceptual analysis, Educational Psychology Review, vol.18, issue.2, pp.159-185, 2006. ,
DOI : 10.1007/s10648-006-9007-2
URL : https://hal.archives-ouvertes.fr/hal-00703937
A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. The International Review of Research in Open and Distributed Learning, vol.12, pp.4-983, 2011. ,
Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distributed Learning, vol.9, 2008. ,
Current research in learning design, Educational Technology & Society, vol.9, issue.1, pp.13-22, 2006. ,
Do MOOCs need a special instructional design? EDULEARN14 Proceedings, p.71387147, 2014. ,
Down the rabbit hole: An initial typology of issues around the development of MOOCs, Current Issues in Emerging eLearning, vol.2, issue.1, p.4, 2015. ,
Open buffet of higher education, p.54, 2013. ,
Introduction to instructional design and the ADDIE model, 2002. ,
How to MOOC?-A pedagogical guideline for practitioners, Proceedings of the 10th International Scientific Conference" eLearning and Software for Education, 2014. ,
Towards a UML-based educational modeling language, pp.855-859, 2005. ,
DOI : 10.1109/icalt.2005.288
URL : https://hal.archives-ouvertes.fr/hal-00408575
Un langage de modélisation pédagogique basé sur UML. Sciences et Technologies de l'Information et de la Communication pour l'Éducation et la Formation, vol.12, pp.89-115, 2005. ,
Three kinds of moocs. Lisa's online Teaching Blog, 2012. ,
Teaching as a design science: Building pedagogical patterns for learning and technology, 2013. ,
Processus unifié pour la personnalisation des activités pédagogiques: métamodèle, modèles et outils (Doctoral dissertation, 2009. ,
, IMS Learning Design. Distances et savoirs, vol.2, pp.409-450, 2004.
URL : https://hal.archives-ouvertes.fr/hal-00961973
Abandon et réussite dans les MOOCs (Doctoral dissertation, 2014. ,
Enhancing the efficiency of massive online learning by integrating intelligent analysis into MOOCs with an application to education of sustainability, Sustainability, vol.10, issue.2, p.468, 2018. ,
Assessing the performance of a tourism MOOC using the kirkpatrick model: A supplier's point of view. Information and Communication Technologies in Tourism, pp.129-142, 2017. ,
Autoformation, éthique et technologies : enjeux et paradoxes de l'autonomie, pp.241-263, 2003. ,
Exploring foundations for computer-supported collaborative learning, Proceedings of the conference on computer support for collaborative learning: Foundations for a CSCL community, pp.72-81, 2002. ,
Guidelines for structuring learning and teaching opportunities relevant to educators' open educational resource (OER) engagement. European Union Erasmus +, 2016. ,
Moocs : A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, vol.14, pp.202-227, 2013. ,
Composition et transformation de modèles pour la spécification de langages de scénarisation pédagogique graphiques centrés sur la plateforme de formation Moodle (Doctoral dissertation, 2016. ,
MOOCSs: From a constructivist approach to à reliant paradigm. Lfe-Revista De Lenguas Para Fines Especificos, vol.22, pp.12-30, 2016. ,
In search of quality: Using quality matters to analyze the quality of massive, open, online courses (MOOCs). The International Review of Research in Open and Distributed Learning, p.16, 2015. ,
What is and what is not a MOOC: A picture of family resemblance, 2013. ,
The ideals and reality of participating in a MOOC, Proceedings of the 7th international conference on networked learning 2010, 2010. ,
Blogs and forums as communication and learning tools in a MOOC, Proceedings of the 7th International Conference on Networked Learning, 2010. ,
Design and learning strategies applied in MOOC: À meta-analysis, vol.9, pp.1-4, 2017. ,
MOOC : hypothèses sur l'engouement pour un objet mal identifié. Distances et médiations des savoirs, Distance and Mediation of Knowledge, vol.2, issue.7, 2014. ,
Instructional quality of massive open online courses (MOOCs), Computers & Education, vol.80, pp.77-83, 2015. ,
Learning from open design: running a learning design MOOC. eLearning Papers, 2013. ,
Massive Open Online Courses: digital ways of knowing and learning, 2010. ,
The Effect of Experience on System Usability Scale Ratings, Journal of Usability Studies, vol.7, issue.2, pp.56-67, 2012. ,
Patterns of engagement in connectivist MOOCs, MERLOT Journal of Online Learning and Teaching, vol.9, issue.2, 2013. ,
Domain specific language for the generation of learning management systems modules, Journal of Web Engineering, vol.11, issue.1, p.23, 2012. ,
À practical experience on the use of gamification in MOOC courses as a strategy to increase motivation, International Workshop on Learning Technology for Education in Cloud, pp.139-149, 2016. ,
The ultimate student guide to xMOOCs and eMOOCs, MOOC News and Reviews, 2013. ,
Building engagement for MOOC students: introducing support for time management on online learning platforms, Proceedings of the 23rd International Conference on World Wide Web, pp.1077-1082, 2014. ,
URL : https://hal.archives-ouvertes.fr/hal-01075255
, Megatrends in MOOCs: 10 the changing role of the instructor, 2014.
, Etude du potentiel du langage IMS-LD pour scénariser des situations d'apprentissage: résultats et propositions. Pernin JP. et Godinet H.(dir.), actes électroniques du colloque Scénarios, pp.57-63, 2006.
Scénarisation pédagogique et modèles conceptuels d'un EIAH: Que peuvent apporter les langages visuels? Revue Internationale des Technologies en Pédagogie Universitaire (RITPU), International Journal of Technologies in Higher Education (IJTHE), vol.4, issue.2, pp.85-102, 2007. ,
Metaliteracy as pedagogical framework for learner-centered design in three MOOC platforms: Connectivist, coursera and canvas, Open Praxis, vol.9, issue.3, pp.267-286, 2017. ,
Notation (BPMN) Version, 2011. ,
Conception de plateformes logicielles pour la formation à distance, présentant des propriétés d'adaptabilité à différentes catégories d'usagers et d'interopérabilité avec d'autres environnements logiciels (Doctoral dissertation, vol.5, 2005. ,
Scénarisation pédagogique pour des EIAH ouverts: Une approche dirigée par les modèles et spécifique au domaine métier (Doctoral dissertation, 2012. ,
L'ingénierie pédagogique : pour construire l'apprentissage en réseau, 2002. ,
Méthode d'ingénierie d'un système d'apprentissage, Revue Informations In Cognito, vol.8, 1997. ,
Ontologie de description et vocabulaire de métadonnées pour les scénarios pédagogiques, 2014. ,
Engagement and retention in VET MOOCs and online courses: A systematic review of literature from, Computers & Education, vol.125, pp.191-201, 2013. ,
Qualitative evaluation and research methods, 1990. ,
, Processus de construction du scénario pédagogique dans un MOOC: cas du MOOC « Ville Durable: être acteur du changement, 2014.
, LOM, SCORM et IMS-Learning Design: ressources, activités et scénarios. actes du colloque « L'indexation des ressources pédagogiques numériques, vol.16, 2004.
Scénarisation des activités dans les MOOCUne proposition pour augmenter la participation. Atelier MOOC-Massive Open Online Course, 2013. ,
Social networking theories and tools to support connectivist learning activities, International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), vol.2, issue.3, pp.42-60, 2007. ,
À Taxonomy of Massive Open Online Courses, Contemporary Educational Technology, vol.7, issue.3, pp.223-240, 2016. ,
How to Construct a MOOC. MOOCs, pp.19-48, 2015. ,
Rôle des ontologies en ingénierie des EIAH: cas d'un système d'assistance au design pédagogique (Doctoral dissertation, 2007. ,
A proposed framework to support adaptivity in online learning environment: use case in LMS, Journal of Theoretical & Applied Information Technology, vol.84, issue.3, 2016. ,
URL : https://hal.archives-ouvertes.fr/hal-01433160
The concept of openness behind c and x-MOOCs (Massive Open Online Courses), Open Praxis, vol.5, issue.1, pp.67-73, 2013. ,
Design Patterns for Complex Learning, Journal of Learning Design, vol.1, issue.3, pp.82-91, 2006. ,
The Pedagogy of the Massive Open Online Course (MOOC): the UK View, the Higher Education Academy, pp.1-76, 2013. ,
Actes de l'atelier Mooc-Massive Open Online Courses-Etat des lieux des recherches francophones, conférences EIAH, vol.28, pp.11-18, 2013. ,
A typology and dimensions of a description framework for MOOCs, European MOOCs Stakeholders Summit, pp.130-139, 2014. ,
URL : https://hal.archives-ouvertes.fr/hal-02133656
Improving the Learning Design of Massive Open Online Courses, Turkish Online Journal of Educational Technology-TOJET, vol.13, issue.4, pp.71-80, 2014. ,
Towards a Conceptual Framework to Scaffold Selfregulation in a MOOC. Innovation and Interdisciplinary Solutions for Underserved Areas, pp.245-256, 2017. ,
URL : https://hal.archives-ouvertes.fr/hal-01508523
How could MOOCs become accessible? The case of edx and the future of inclusive online learning, Journal of Universal Computer Science, issue.1, p.22, 2016. ,
MOOCs moving on, moving up, 2017. ,
When designing usability questionnaires, does it hurt to be positive?, Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp.2215-2224, 2011. ,
Educational design for MOOCs: Design considerations for technology-supported learning at large scale, Lecture Notes in Educational Technology, pp.39-71, 2016. ,
By the numbers: MOOCs in 2016. How has the MOOC space grown this year? Get the facts, figures, and pie charts, Class central, p.25, 2016. ,
Connectivism: A learning theory for the digital age, International journal of instructional technology and distance learning, vol.2, issue.1, pp.3-10, 2005. ,
Designing, developing, and running (massive) open online courses, 2012. ,
Massive open online courses: Innovation in education, open educational resources: Innovation, research and practice, rorymcgreal, athabasca, UNESCO, issue.1, p.268, 2013. ,
Connectivism: A learning theory for the digital age, 2014. ,
Conception et mise en oeuvre d'un système d'évaluation formative pour les cours en face à face dans l'enseignement supérieur (Doctoral dissertation, 2015. ,
An Analysis of Participants' Experiences from the First International MOOC Offered at the University of Oslo, Nordic Journal of Digital Literacy, vol.13, issue.01, pp.40-64, 2018. ,
Roles of course facilitators, learners, and technology in the flow of information of a cMOOC. The International Review of Research in Open and Distributed Learning, p.16, 2015. ,
Drawing the Blueprint as We Build: Setting up a Library-based Copyright & Permissions service for MOOCs. Corporation for National Research Initiatives, 2013. ,
Moocs: A Massive Platform for Collaborative Learning in Globalized Way, Journal of Management Research and Analysis, vol.2, issue.2, pp.142-149, 2015. ,
Trends and Research Issues in Educational Technology, Malaysian Online Journal of Educational Technology, vol.1, issue.3, pp.1-9, 2013. ,
Collaboration and Teamwork on a MOOC Platform: A Toolset, Proceedings of the Fourth (2017) ACM Conference on Learning@ Scale, pp.165-168, 2017. ,
DOI : 10.1145/3051457.3053975
, Colearn: Real time collaborative learning environment. e-Learning and e-Technologies in Education (ICEEE), pp.13-18, 2013.
DOI : 10.1109/icelete.2013.6644340
, Personalisation in MOOCs: A critical literature review. International Conference on Computer Supported Education, pp.152-168, 2015.
DOI : 10.1007/978-3-319-29585-5_9
URL : https://eprints.soton.ac.uk/388813/1/ayse%2520CCIS%2520v1.pdf
A process using ontology to automate the operationalization of pattern-based learning scenarios, pp.444-461, 2015. ,
URL : https://hal.archives-ouvertes.fr/hal-01433153
Introduction à l'ingénierie des EIAH. Environnements informatiques pour l'apprentissage humain, vol.20, pp.141-160, 2006. ,
Operationalizing macro-scripts in CSCL technological settings, International Journal of Computer, vol.3, issue.2, pp.193-233, 2008. ,
DOI : 10.1007/s11412-008-9039-3
URL : https://hal.archives-ouvertes.fr/hal-00591556
Massive open online courses (MOOCs): Insights and challenges from a psychological perspective, British Journal of Educational Technology, vol.46, issue.3, pp.472-487, 2015. ,
DOI : 10.1111/bjet.12274
Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The internet and higher education, vol.24, pp.1-12, 2015. ,
DOI : 10.1016/j.iheduc.2014.07.001
URL : https://cloudfront.escholarship.org/dist/prd/content/qt3381t8ch/qt3381t8ch.pdf?t=oozc78
Théorie des systèmes complexes appliquée à la modélisation d'environnements numériques d'apprentissage de nouvelle génération (Doctoral dissertation, 2016. ,
Utilité, utilisabilité, acceptabilité: interpréter les relations entre trois dimensions de l'évaluation des EIAH, Environnements Informatiques pour l'Apprentissage Humain, pp.391-402, 2003. ,
Will MOOCs destroy Academia?, Communications of the ACM, vol.55, issue.11, p.5, 2012. ,
Visual learning analytics of educational data: A systematic literature review and research agenda, Computers & Education, vol.122, pp.119-135, 2018. ,
What campus leaders need to know about MOOCs? An Educause Executive Briefing, 2012. ,
Liminal participants and skilled orienteers: Learner participation in a MOOC for new lecturers, MERLOT Journal of Online Learning and Teaching, vol.9, issue.2, pp.200-215, 2013. ,
How Learners Participate in Connectivist Learning: An Analysis of the Interaction Traces From a cMOOC. The International Review of Research in Open and Distributed Learning, vol.19, 2018. ,
Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants. The Internet and Higher Education, vol.37, pp.11-20, 2018. ,
Openness, dynamic specialization, and the disaggregated future of higher education. The International Review of Research in Open and Distributed Learning, p.10, 2009. ,
Validation of non-formal MOOC-based learning. An analysis of assessment and recognition practices in, Europe, 2016. ,
Messagelens: À visual analytics system to support multifaceted exploration of MOOC forum discussions, Visual Informatics, vol.2, pp.37-49, 2018. ,
MOOC model: Dimensions and model design to develop learning, New Educational Review, vol.43, issue.1, pp.28-40, 2016. ,
À usability evaluation of a blended MOOC environment: An experimental case study. The International Review of Research in Open and Distributed Learning, p.16, 2015. ,
À review of the state-of-the-art, Proceedings of CSEDU, pp.9-20, 2014. ,
MOOCs and disruptive innovation: Implications for higher education. eLearning Papers, In-depth, vol.33, pp.1-7, 2013. ,
MOOCSs and Open Education: Implications for Higher Education, p.19, 2013. ,
Partnership model for entrepreneurial innovation in open online learning. E-learning Papers, p.41, 2015. ,
À late modelling approach for the definition of computer-supported learning process, 2006. ,
The role of social media in MOOCs: How to use social media to enhance student retention, Proceedings of the Third (2016) ACM Conference on Learning@ Scale, pp.419-428, 2016. ,
Fiche de l'expérimentation de l'outil MOOCAT 'create.taskConsultation': createAction( 'bpmn:TaskConsulter', 'activity2', 'bpmn-icon-task-pink-consulter' ), if (type==, bpmn:TaskConsulter" ) { Type_Task="bpmn:TaskConsulter ,
, path(d).attr({ stroke: '#E91E63', strokeWidth: 2, fill: 'white
, +p.path(d1).attr({ stroke: 'white', strokeWidth: .5, fill: '#E91E63' })
, } 'create.taskCongnitive': createAction( 'bpmn:TaskCogni', 'data-object2', 'bpmn-icon-task-pink-congnitive' ), if (type=="bpmn:TaskCogni" ) { Type_Task="bpmn:TaskCogni"
, path(d).attr({ stroke: '#E91E63', strokeWidth: 2, fill: 'white
, +p.path(d1).attr({ stroke: 'white', strokeWidth: .5, fill: '#E91E63
, +p.path(d2).attr({ stroke: 'white', strokeWidth: .5, fill: '#E91E63' })
, } 'create.taskmetacongitive': createAction( 'bpmn:TaskMeta', 'activity3', 'bpmn-icon-task-green-metacongitive' ), if (type=="bpmn:TaskMeta" ) { Type_Task="bpmn:TaskMeta"
, path(d).attr({ stroke: '#4CAF50', strokeWidth: 2, fill: 'white
, +p.path(d1).attr({ stroke: 'white
, } 'create.taskCommunication': createAction( 'bpmn:TaskCommunication', 'activity3', 'bpmn-icon-task-green-communiquer' ), if (type=="bpmn:TaskCommunication" ) { Type_Task="bpmn:TaskCommunication"
, path(d).attr({ stroke: '#4CAF50', strokeWidth: 2, fill: 'white
, +p.path(d1).attr({ stroke: 'white
, } 'create.taskGpartage': createAction( 'bpmn:TaskGpartage', 'activity3', 'bpmn-icon-task-green-partage' ), if (type=="bpmn:TaskGpartage" ) { Type_Task="bpmn:TaskGpartage"
, path(d).attr({ stroke: '#4CAF50', strokeWidth: 2, fill: 'white
, +p.path(d1).attr({ stroke: 'white
taskProduction': createAction( 'bpmn:TaskProduction', 'activity4', 'bpmn-icon-task-blue-production' ), if (type=="bpmn:TaskProduction" ) { type="bpmn ,
, Type_Task="bpmn:TaskProduction"
, path(d).attr({ stroke: '#2196F3', strokeWidth: 2, fill: 'white
, +p.path(d1).attr({ stroke: 'white', strokeWidth: .5, fill: '#2196F3' })
, 'create.FF': createAction( 'bpmn:TaskFF', 'activity5', 'bpmn-icon-task-amber' ), if (type=="bpmn:TaskFF" ) { type="bpmn:Task"
, Type_Task="bpmn:TaskFF"
, 1.6s-1.1-1-1.6-1
, path(d).attr({ stroke: '#9C27B0', strokeWidth: 2, fill: 'white
, +p.path(d1).attr({ stroke: 'white
, +p.path(d2).attr({ stroke: 'white
TaskEvaluation': createAction( 'bpmn:TaskEvaluation', 'activity6', 'bpmn-icon-task-black-evaluation' ), if (type=="bpmn:TaskEvaluation" ) { type="bpmn ,
, Type_Task="bpmn:TaskEvaluation"
, path(d).attr({ stroke: '#000000', strokeWidth: 2, fill: 'white
, +p.path(d1).attr({ stroke: 'white